The Research Of Design And Application Of Pre-writing Activities In Senior High School English Writing Teaching

English curriculum standards clearly focus on cultivating students' comprehensive language ability.English writing is an important language application and plays an important role in high school English teaching.Through investigation and analysis,it is believed that students' knowledge reserve before writing is poor,and quite a few students do not know how to start their English writing and where to start.Second,the teaching design of teacher writing is too simple and outdated,which is mostly limited to the monotonous teaching form of "assignment--student-writing--teacher-correction--comment".To some extent,this is due to the inadequate pre-writing guidance.Third,teachers and students fear of English writing class,and the interaction between teachers and students is inadequate in the writing process,which fails to form a virtuous cycle of teacher's guidance and students' learning.As a result,it seriously affects the development of students' writing activities and the improvement of their writing ability.The writing process should be divided into three stages: Pre-writing,Drafting and Revising.The content of the pre-writing stage includes language input,examination of the composition theme,collection of content materials,communication and discussion,broadening of ideas,forming an overall idea,etc.On the basis of the above definition and English writing teaching theories such as Constructivism,Schema Theory and Process-genre Writing Theory,this paper attempt to study the activity design and application problems of senior high school students' English pre-writing activities.The main research questions are listed as follows:(1)Can pre-writing teaching design change the existing problems that students learn passively and inefficiently in the traditional patters of English writing?(2)How to carry out the pre-writing activities according to the existing problems in the teaching process?(3)What is the effect of the pre-writing activities?This study takes 100 students from two classes of a key high school in zhongshan city as the research object to carries out a 12-week pre-writing activity research with the pre-writing teaching design.The pre-writing activities' training was divided into two stages.In stage one,a pretest and the questionnaire survey will be carried out.The students will be trained for 6 weeks,including brainstorming,traditional writing,free writing,dimensional thinking and process-genre approach.Then by collecting and analyzing the data of student interviews and the feedback of classroom observation,the dynamic adjustment of pre-writing training will be made.On the basis of the first round of experiments,the second round of six-week training will be carried out to strengthen students' writing skills.After that,the post-test and questionnaire survey will be conducted.Combing the analysis of the test with the classroom observation,the student interviews and the results of the questionnaire survey,conclusions are drawn as follows:(1)From the feedback of the classroom observation,questionnaire and interview,it can be seen that students improve their enthusiasm and initiatives in English writing learning through pre-writing training.And the existing problems that students learn passively and inefficiently in the traditional patters of English writing have also been improved.(2)Aimed at the drawbacks of the traditional writing teaching pattern,the key points of the pre-writing activity design are explored that the teacher's guidance should be reduced and students' participation should be improved.By organizing group cooperation,emphasizing interactive learning and discussion,strengthening the learning and application of pre-writing skills,students will gradually form writing skills and improve the understanding of writing style and cultivate the overall writing ideas.(3)According to the analysis of test scores and classroom observation,students' writing skills and scores have been greatly improved,which are reflected in the theme content,organizational structure,vocabulary and phrases,and other aspects.Aiming at the problems existing in the English writing teaching in senior high school,this paper puts forward some teaching designs and makes some progress in the research.However,due to the limitation of time and ability,the research is not deep enough,which can only provide some references for future research.